Context for joining Behaviour Hubs
| Pupils on roll: | 197 |
| Pupils in each year group: | Reception = 28
Year 1 =30 Year 2 = 30 Year 3 = 30 Year 4 = 25 Year 5 = 26 Year 6 = 28 |
| Boys on roll: | 100 |
| Girls on roll: | 97 |
| Pupils on the SEND Register: | 19% |
| Pupils with an EHCP: | 12 = 6.19%
5 further decision to assess |
| Looked After Children: | 1 x LAC |
| Disadvantaged Pupils: | 15% |
| EAL: | 2% |
| Kirklees & Golcar Context: | Kirklees: Knife Crime, Country Lines and Domestic Violence
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| Exclusions (Suspensions): | Autumn and Spring 23/24: 2 fixed term |
| Staff Numbers: | 32 |
| Teachers FTE: | 9 inc Head and Deputy |
- Voluntary Aided Church of England School which is part of the Leeds Diocese and still a maintained Kirklees Local Authority school.
- One form entry primary school in a semi-rural village in Kirklees with strong links with the local community through community gardening, Golcar Lilly Day and work with the local church.
- School works closely with other local church schools through Church Heads Partnership.
- Strong Partnership working with Colne Valley Schools
- School are part of the SEND Cluster model with DHT leading local cluster
- Diocesan Adviser Rupert Madeley works closely with school to offer advice
- Recent OFSTED November 2023 has graded school as ‘Good’
- School is organised into 7 classes
- Our school serves the local community and most children live withing the village and neighbouring areas
- Many of our children attend St John’s Playgroup before attending St John’s
- A small number of our children are regular worshipers at St John’s Church, school promotes diversity, equality and inclusivity.
Behaviour challenges and goals
- To ensure that rewards and consequences were consistently implemented by all staff at all levels. Consequences to be recorded efficiently on CPOMs and monitored for trends.
- To develop consistent language and clear routines across school to support high expectations
- To further develop a positive playground culture and reduce the number of incidents at breaktimes.
A new Behaviour and Relationship Policy had been implemented in September 2022 but not all staff were consistently using the consequences at all times during the school day, this had resulted in an increased number of incidents during lunch and break times. Communication between lunchtime staff and teaching staff was not always clear and incidents could escalate during an afternoon or during following breaks.
Behaviour for learning in some classrooms had been identified as an area for development during learning walks in Summer 2023 – transitions into class and between lessons showed lost learning time and undefined routines in some classes.
Solutions to behaviour challenges
Consequences are explicitly followed by all adults in school
- Key SLT members moved to different classes in September to model high expectations and consistency.
- Completed staff development for all staff on managing challenging behaviours. Looked at a range of de-escalation strategies to support children before they were in crisis
- Changed CPOM logging system to align with the Behaviour and Relationship Policy – categories ticked against logs now make explicit reference to the consequences which included a 5-minute think or an internal exclusion. By ticking the correct category, the consequence was aligned with the behaviour.
- Trends of behaviours analysed by SLT and shared with staff; this was followed by personalised PSHE lessons to meet the needs of children in different classes. Number of different categorised incidents shared with Governors and a reduction in incidents over time.
- Staff development on supporting children with additional needs through SEMH Specialist outreach teacher and training on ACES to help staff understand different needs.
- Continuation of House Points and Star of the Week. Rewards further developed through the use of Class Champions. Each class has an inspirational sports person who shows resilience, perseverance and our Christian Values. Children are rewarded each week with a personalised badge. Star of the Term implemented and awarded to children across school for showing Values and rewarded with a visit to the bookshop.
- Implemented behaviour resets at the start of each half term or extended weekend to remind and model expectations.
To develop consistent language and clear routines across school to support high expectations
- Introduction of ‘wonderful walking’ around school. This was implemented during a whole school assembly and illustrated through displays around school. Year 5 are corridor monitors and reward the children with house points – a winning class gains an additional 5 minutes breaktime.
- ‘Star Learners’ used as a consistent language approach in classrooms – sit up, track the speaker, ask and answer questions and ready to learn.
- Clear routine in all classes with children beginning with flashback activities at the start of each lesson.
To further develop a positive playground culture and reduce the number of incidents at breaktimes.
- Introduction reflection space at lunchtimes managed by HLTA. Children can go in there and eat their lunch if they have been dysregulated in the morning sessions. This provides a quiet space to reflect and ensure children are ready to go outside. This can also be used if children need an internal exclusion at lunchtimes.
- Calm Club implemented for the end of lunchtime for target children to ensure they are ready to learn when they enter class and any issues from lunchtimes have been dealt with.
- Clear expectations shared and modelled for the end of breaktimes to ensure consistency for all.
- Further development of Play Leaders ad Helping Heroes and break and lunchtimes.
- Playgrounds timetabled on a rota to minimise the number of children outside at one time and to provide opportunities for our older children to play alongside our youngest
Impact on behaviour
The end of year behaviour survey showed a positive change towards behaviour this academic year.
- 100% of staff said ‘It is clear how I should apply the behaviour rules consistently and fairly across the school environment, including making reasonable adjustments’
- 100% of staff said that policy, rules and routines were easy to follow.
- 100% of staff said that rewards and sanctions are used fairly and effectively with all pupils and classes.
- 100% of staff said that behaviour had improved over the past 12 months and there was a reduction in lost learning time.
This is further illustrated with a reduction in Level 4 behaviours in school over the year (consequence is an internal exclusion)
Summer Term – 9 incidents
Spring Term – 40 incidents
Autumn Term – 34 incidents
There haven’t been any suspensions since Autumn 23.
- Attendance is 96% which is above local and national data – children want to come to school and feel safe and happy whilst they are here.
- Learning walks at key times show staff are using consistent language and routines and children are responding.
- Reduction in number of children accessing Calm Club – one child in the Summer Term.
Next steps on your behaviour journey
We will continue to improve the playtime and lunchtime offer through the introduction of continuous provision in the key stage 1 outside area. This will provide an opportunity for children to continue to develop their gross motor skills, relationships and manage their feelings whilst playing with others.
The Forest area at the front of school will be utilised in September through lunchtime Forest school implementation.